Analysis of teacher professional development in Tanzania: View point school management practice

Abstract

The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held at school level and to encourage teachers on the effective utilization of teachers learning resource. As well the study outcomes recommend the government to increase autonomy to school management to enhance the power to choose specific objective to teacher’s professional development.